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Littérature scientifique sur le sujet « Foundational Literacy »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Articles de revues sur le sujet "Foundational Literacy"

Luke, Allan. "Critical Literacy: Foundational Notes." Theory Into Practice 51, no. 1 (2012): 4–11. http://dx.doi.org/10.1080/00405841.2012.636324.

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D R,, Darshith. "Foundational Literacy and Numeracy Goals." International Scientific Journal of Engineering and Management 03, no. 05 (2024): 1–9. http://dx.doi.org/10.55041/isjem01645.

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The concept of a teacher-parent app designed to advance foundational literacy and numeracy goals represents a pivotal advancement in supporting early childhood education. This abstract delves into the importance of such an application in fostering collaboration between educators and families to bolster children's learning experiences. By harnessing technology to facilitate communication, share educational materials, and monitor progress, the app acts as a conduit between the school and home settings. Through tailored learning plans, engaging activities, and timely feedback, it enables parents

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DeMars, Christine, Lynn Cameron, and T. Dary Erwin. "Information Literacy as Foundational: Determining Competence." Journal of General Education 52, no. 4 (2003): 253–65. http://dx.doi.org/10.1353/jge.2004.0012.

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Setiawati, Indras Kurnia, and Senam Senam. "PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA BERBASIS SETS UNTUK MENINGKATKAN SCIENTIFIC LITERACY DAN FOUNDATIONAL KNOWLEDGE." Jurnal Inovasi Pendidikan IPA 1, no. 2 (2015): 178. http://dx.doi.org/10.21831/jipi.v1i2.7503.

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Penelitian ini bertujuan untuk menghasilkan produk berupa perangkat pembelajaran IPA berbasis Science, Environment, Technology, and Society (SETS) dan mengetahui (1) kelayakan produk, (2) keefektifan produk untuk meningkatkan scientific literacy, serta (3) keefektifan produk untuk meningkatkan foundational knowledge peserta didik kelas VII SMP Muhammadiyah 8 Wedi Klaten. Penelitian ini merupakan penelitian dan pengembangan dengan 3 tahap prosedur pengembangan yaitu need assesment, development dan reasearch dengan desain nonequivalent control group. Perangkat pembelajaran IPA berbasis SETS terd

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Bagchi, Manjira. "Attainment of Foundational Literacy in Mother Tongue at Elementary Level." International Journal of All Research Education and Scientific Methods 966, no. 981 (2024): 1445–54. http://dx.doi.org/10.56025/ijaresm.2023.1201241445.

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Achievement of foundational literacy during the early years of formal education is always prioritized in India. Moreover, mother tongue as the medium of instruction has been emphasized over the past half-century in this country. With this backdrop, the article examines attainment of grade-two-specific learning competencies and accomplishment of foundational literacy in Bengali by eighth graders in Birbhum district in the state of West Bengal in India. Descriptive survey was employed across social categories and locales, based on the responses of 153 eighth grade students on a self-constructed

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Treiman, Rebecca. "The Foundations of Literacy." Current Directions in Psychological Science 9, no. 3 (2000): 89–92. http://dx.doi.org/10.1111/1467-8721.00067.

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Learning to read and write in English requires children to master the alphabetic principle, the idea that the letters in printed words represent the sounds in spoken words in a more or less regular manner. Children need at least two skills in order to grasp the alphabetic principle. The first is phonological awareness, or a sensitivity to the sound structure of spoken words. The second is knowledge about letters, including knowledge of letter names and knowledge of letter sounds. Recent research sheds light on these foundational skills, documenting the linguistic factors that affect children's

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Kilag, Osias Kit T., Julanie L. Abella, Rosita A. Lopez, Xela Marie B. Tangpus, Evangeline T. Boton, and Noreen M. Tango-an. "Enhancing Literacy Development in Elementary Education: A Comprehensive Approach." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 3 (2024): 199–205. https://doi.org/10.5281/zenodo.11075439.

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Abstract: This study explores the intricate interplay between foundational reading skills, academic language proficiency, and disciplinary literacy in fostering students' overall literacy development and academic success. Drawing upon a comprehensive review of the literature, the study underscores the critical importance of addressing these components holistically in literacy instruction. Foundational reading skills, including phonemic awareness, phonics, fluency, and comprehension, are identified as fundamental building blocks for proficient reading abilities among students. Additionally, exp

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Fielding, Jennifer, Julia Hans, Frank Mabee, Kisha Tracy, Annamary Consalvo, and Layne Craig. "Integrated Information Literacy and Student Outcomes in Foundational First-Year Writing." Journal of Assessment and Institutional Effectiveness 3, no. 2 (2013): 106–39. http://dx.doi.org/10.5325/jasseinsteffe.3.2.106.

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Abstract Information literacy is becoming widely established as an assessed and reportable student learning outcome in higher education, yet it is often poorly integrated into the undergraduate curriculum at points where applied knowledge in particular is measured. The current study discusses a collaboration between a librarian and several English Studies faculty to integrate information literacy content more thoroughly into an undergraduate foundational writing course and to assess information literacy outcomes in student artifacts from a pilot group versus a control group using an informatio

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Kennedy, Jamaul. "Literacy Matters." International Journal of Curriculum Development and Learning Measurement 1, no. 2 (2020): 10–30. http://dx.doi.org/10.4018/ijcdlm.2020070102.

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Societal expectations center upon the belief that children in grade four should be competent in terms of literacy skills and having acquired the necessary foundational skills to be successful in grade four. Instructional practices, reading programs, and resources are linked to reading achievement and literacy acquisition of students. In Southwest Georgia, teachers' instructional practices from 12 schools in urban Dougherty County were examined. The researcher examined the instructional practices of fourth grade reading teachers in the Dougherty County School System to determine the perceived i

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Shaxnoza, Farmonovna Davronova. "MECHANISMS OF IMPROVING MATHEMATICAL LITERACY IN PRIMARY EDUCATION." TECHNICAL SCIENCE RESEARCH IN UZBEKISTAN 2, no. 1 (2024): 160–65. https://doi.org/10.5281/zenodo.10553876.

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Mathematical literacy is a fundamental skill that lays the foundation for cognitive development and academic success. This article explores various mechanisms to enhance mathematical literacy in primary education. Drawing on a review of relevant literature, we discuss effective teaching methods, the role of technology, and the importance of fostering a positive attitude towards mathematics. The goal is to provide educators, policymakers, and parents with insights into practical strategies for improving mathematical literacy among primary school students. Mathematical literacy is a foundational

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Thèses sur le sujet "Foundational Literacy"

Okeyo, Alicia. "Strengthening foundational literacy : a process and outcome evaluation of the Wordworks Early Literacy programme." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20504.

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The purpose of this evaluation was to investigate the effects of a volunteer-run, school-based Wordworks Early Literacy intervention that was implemented in the Western Cape for struggling Grade One learners at risk of falling into the Learning Achievement Gap. The process evaluation investigated the extent to which volunteers received adequate training to deliver the programme to learners, as well as the perceived benefits that volunteers gained from this experience. The outcome evaluation investigated the extent to which several literacy and psychosocial development indicators improved among

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Houser, Shelley A. PhD. "Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1512046619521825.

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Kidd, Nita. "A levelled literacy intervention for foundation phase learners." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6682.

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Thesis (MEd)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: It is clear from a recent study done by the Western Cape Education Department that the quality of literacy instruction in primary schools is not up to standard (WCED, 2006; Kruizinga, 2010). Therefore, countless learners struggle with the acquisition of literacy skills, such as reading and writing (WCED, 2006). One of the numerous reasons for South Africa's poor literacy levels is stated in the National Reading Strategy (Department of Education, 2008:10): “Learners who experience barriers to learning often do not receive the

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Thomason, Gina Bennett. "The impact of the Ferst Foundation for Childhood Literacy on the home literacy environment." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Matshipi, Molimisi Gilbert, A. P. Kutame, and B. T. Gamede. "Teaching of literacy competencies to learners in overcrowded classrooms in the Mamaila circuit, Mopani district." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1789.

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Dissertation submitted to the Faculty of Education in accordance with the requirements for the Master’s Degree in education in the Department of Foundations of Education, at the University of Zululand, 2018.<br>The aim of the study was to investigate the teaching strategies being used by teachers teaching literacy competencies in overcrowded classrooms of Mamaila Circuit primary schools. The study followed a qualitative approach. The design was a case study. The literacy competences were in the home language Sepedi and first additional language English. The grades covered by the study were gra

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Grigg, Denver. "A theory, implementation and short-term outcome evaluation of lifematters foundation's literacy intervention." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/5911.

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Keramidas, Cathy Galyon, Kimberly Hale, and Angie Dugan. "The High Stakes Literacy Game: Improving Literacy of Children with Disabilities through Squishy Books." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/525.

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Research has provided ample evidence supporting the notion that interaction with books during early childhood enhances the development of reading skills (Bus, van IJzendorn, & Pellegrini, 1995; Dickinson & Smith, 1994; McKeown & Beck, 2004; Sénéchal & LeFevre, 2002). Additionally, we know there are substantial disparities in children’s experiences with language, vocabulary, and early literacy prior to entering kindergarten. These disparities have a lasting effect on later academic success (Catts, Hogan, & Fey, 2003; Hart & Risley, 1995: Snow, Burns, & Griffin, 1998). Children at greatest risk

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Mazibuko-Khuzwayo, Hellen Phindile. "Exploring isiZulu home language literacy attainment levels of foundation phase learners at entry and exit points in schools in the Uthungulu District." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1491.

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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Early Childhood Development at the University of Zululand, South Africa, 2015<br>South Africa’s performance in international benchmark tests is a major cause for concern for the country, raising questions about the effectiveness of the curriculum reform efforts and the literacy attainment levels of learners in the Foundation Phase. This study aims at exploring Foundation Phase learners’ attainment levels in IsiZulu Home Language due to their exposure

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Kyriakou, Poulheria. "Aristotle's "Poetics": its theoretical foundations and its reception in Hellenistic literary theory /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864485228575.

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Ngece, Someka Monica. "Investigating isiXhosa language literacy Practices in the foundation phase: an ethnographic case study in the Western Cape." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4157.

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Magister Artium - MA<br>This study investigated language literacy practices of Grade 3 teachers and learners in the Foundation Phase where isiXhosa was used as a medium of instruction. It explored the extent to which the instructional practices enhanced or hindered literacy development in the Grade 3 classroom in one school located in a disadvantaged area in the Western Cape. This study followed a qualitative ethnographic case study design. Qualitative data collection techniques, namely, classroom observations, interviews and document analysis were used to collect data for this study. The find

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Livres sur le sujet "Foundational Literacy"

Dewsbury, Alison. Foundation literacy. Rigby Heinemann, 2000.

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J, Rex Evelyn, and American Foundation for the Blind., eds. Foundations of braille literacy. AFB Press, 1994.

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Queensland, University of, ed. Early literacy foundations support programme. Plural Pub., 2006.

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Bester, Marie. Literacy in the foundation phase. Edited by Meyer Erika and Joubert Ina. Van Schaik, 2008.

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Johnson, Dale D. Words: The foundation of literacy. Westview Press, 2010.

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Jones, Malinda E., and Ann E. Christensen. Constructing Strong Foundations of Early Literacy. Routledge, 2022. http://dx.doi.org/10.4324/9780429284021.

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P, Norris Stephen, Phillips Linda M. 1952-, and Memorial University of Newfoundland. Institute for Educational Research and Development, eds. Foundations of literacy policy in Canada. Detselig Enterprises, 1990.

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P, Norris Stephen, and Phillips Linda M. 1952-, eds. Foundations of literacy policy in Canada. Detselig Enterprises, 1990.

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Downey, Annie. Critical information literacy: Foundations, inspiration, and ideas. Library Juice Press, 2016.

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Heinrich, Lausberg. Handbook of literary rhetoric: A foundation for literary study. Brill, 1998.

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Chapitres de livres sur le sujet "Foundational Literacy"

Pennell, Colleen. "Evaluating Foundational Skills." In Evaluating the K–12 Literacy Curriculum. Routledge, 2020. http://dx.doi.org/10.4324/9780429261107-3.

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Jones, Malinda E., and Ann E. Christensen. "The Foundational Anchors of Literacy." In Constructing Strong Foundations of Early Literacy. Routledge, 2022. http://dx.doi.org/10.4324/9780429284021-2.

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Diller, Debbie. "Literacy Work Stations for Reading: Foundational Skills." In Growing Independent Learners. Routledge, 2023. http://dx.doi.org/10.4324/9781032681191-8.

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Shamir, Haya, Mikayla Tom, David Pocklington, Erik Yoder, and Alexander Houchins. "Early Math Skill as a Predictor for Foundational Literacy." In Generative Intelligence and Intelligent Tutoring Systems. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-63028-6_22.

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Britton, Willoughby B. "Scientific Literacy as a Foundational Competency for Teachers of Mindfulness-based Interventions." In Resources for Teaching Mindfulness. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30100-6_5.

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Vita, Laura, Margherita Paola Poto, and Giuliana Panieri. "The Ocean Incubator Network (OIN) Project and the Toolkit." In The Ocean Incubator Network Learning Toolkit. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-78062-2_1.

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Abstract This chapter serves as the foundational entry point into understanding the Ocean Incubator Network (OIN) Project and this Toolkit as its milestone. Section 1 provides a comprehensive overview of the OIN Project, detailing its vision, objectives, key project results, and milestones. Following this, Sect. 2 explains the purpose of this Toolkit, which stands as a principal milestone of the project. It outlines the structure of the Toolkit and offers a preliminary summary of its contents, setting the stage for detailed exploration in subsequent chapters. In Sect. 3, the chapter concludes

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Rockwell, Rick. "The Literary Foundations." In The History of Journalism in Latin America. Routledge, 2025. https://doi.org/10.4324/9781003401759-2.

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Hoover, Wesley A., and William E. Tunmer. "The Cognitive Foundations of Reading." In Literacy Studies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44195-1_3.

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Savage, Moira, and Anthony Barnett. "Literacy." In Technology-enhanced Learning in the Early Years Foundation Stage. Routledge, 2025. https://doi.org/10.4324/9781041057390-8.

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Jones, Malinda E., and Ann E. Christensen. "Early Literacy." In Constructing Strong Foundations of Early Literacy. Routledge, 2022. http://dx.doi.org/10.4324/9780429284021-1.

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Actes de conférences sur le sujet "Foundational Literacy"

Nkomo, Sibhekinkosi Anna, and Dion Nkomo. "DICTIONARIES AS TOOLS FOR LITERACY DEVELOPMENT IN THE FOUNDATION PHASE." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0797.

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Karimov, Ayaz, and Mirka Saarela. "AI Literacy and Governance as Foundations for Ethical AI: A Cross-National Review of Government Strategies." In 2025 IEEE Symposium on Trustworthy, Explainable and Responsible Computational Intelligence (CITREx). IEEE, 2025. https://doi.org/10.1109/citrex64975.2025.10974932.

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Earle, Katarina. "ENHANCING CRITICAL AND LANGUAGE LITERACY IN FOUNDATION PHASE EDUCATION: AN INTEGRATED THEORETICAL MODEL FOR USING PICTURE STORYBOOKS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1977.

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Kozar, Yurii, Maryna Kiriachok, Svitlana Poplavska, Mykhailo Koshliak, and Oleksandr Chernenko. "EXPERIENCE OF THE PAST, FORMATION OF THE FUTURE: A DYNAMIC HISTORY OF STUDENT-CENTERED EDUCATION." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/54.

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This article explores the historical evolution of student-centered learning, focusing on its relevance and implications for self-directed learning in higher education. The goal of the article is to trace the development of student-centered pedagogy examining its theoretical foundations and chronological development. Methodologically, a comprehensive scientific literary review was conducted, including theoretical foundations and empirical research, and an analysis was conducted. Analysis of the problem identifies an urgent need for a paradigm shift from traditional teacher-centered approaches t

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Burrill, Gail. "Statistical literacy and quantitative reasoning: Rethinking the curriculum." In New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/iase.20104.

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The importance of statistical literacy/quantitative reasoning has been highlighted for decades; today the need is even more compelling with data science emerging as foundational in many disciplines. Educated students should understand how to make decisions in the presence of uncertainty and how to interpret quantitative information presented to them in the course of their professional and personal activities. Too often, however, students have limited experience in thinking and reasoning based on real data. This paper explores how ideas from data science interface with notions of statistical li

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Burrill, Gail. "Statistical literacy and quantitative reasoning: rethinking the curriculum." In New Skills in the change World of Statistics Education. International association for Statistical Education, 2020. http://dx.doi.org/10.52041/srap.20104.

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Kaldon, Carolyn. "Addressing Inequities in Foundational Literacy: Impacts of K–3 Professional Development on Student Literacy Achievement (Poster 4)." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2113584.

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Kaldon, Carolyn. "Addressing Inequities in Foundational Literacy: Impacts of K–3 Professional Development on Student Literacy Achievement (Poster 4)." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2113584.

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Smyslova, Daria, Franziska Bickel, Qiuqing Li, Shiyan Jiang, Rebecca Ellis, and Jie Chao. "Fostering AI Literacy through Opening the Black Box of Foundational Text Generation Models." In 19th International Conference of the Learning Sciences (ICLS) 2025. International Society of the Learning Sciences, 2025. https://doi.org/10.22318/icls2025.326214.

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Coffin Murray, Meg, Jorge Pérez, and Joy Fluker. "Digital Literacy in the Core: The Emerging Higher Education Landscape." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4915.

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Aim/Purpose: Digital literacy is critical to participation in a contemporary knowledge-based society and is requisite to both academic success and career development. Institutions of higher education have been slow to define, assess, and amplify digital literacy in parallel with advances in the enhancement of reading, writing, and arithmetic literacy. Perhaps as a consequence of the pandemic, awareness appears to be growing of the need to infuse digital literacy at both institutional and individual levels. The purpose of this paper is to investigate the promotion and amplification of digital l

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Rapports d'organisations sur le sujet "Foundational Literacy"

Mirabel Yuh, Nain, Rigobert Hanny Pambe Miong, Claude Fotsoh, and Patrick Mbah Okwen. Policy Brief: Strengthening Foundational Literacy and Numeracy in Cameroon. Unlocking data, 2025. https://doi.org/10.53832/unlockingdata.1037.

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O'Brien, Beth A., Chee Soon Tan, and Luca Onnis. Technology-based tools for teaching early literacy skills. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27453.

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This project focuses on improving literacy development for young learners who are struggling with learning to read English by investigating the process of learning grapheme-phoneme correspondences (GPCs). Learning GPC is foundational to learning to read alphabetic languages, and is a core problem for struggling readers. In this project, two methods are used in two studies to understand the process of learning English GPCs as the crux of acquiring literacy. First, a machine learning neural network modelling approach is used to study the effect of sound-symbol grain size and consistency and trai

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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.

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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young peop

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Raggo, Paloma, and Caledonia Mathieson. CICP Data Literacy 1.0 - Module 1: Data in the Nonprofit Sector. The Charity Insights Canada Project, 2024. http://dx.doi.org/10.22215/rcin/m.24c1.

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The Charity Insights Canada Project’s (CICP) Community Education Centre (CEC) presents "Data Literacy 1.0," a comprehensive plan aimed at empowering individuals in Canada's nonprofit and charitable sectors with essential data literacy skills. The ability to effectively utilize data has become crucial for organizations to achieve their missions and create significant impact. This series of CEC modules is a collaborative effort to bridge the gap between data and actionable insights, providing the necessary knowledge and tools for participants at any stage of their data literacy journey. Module 1

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Nietschke, Yung, Adeola Monty, Anna Dabrowski, et al. Strengthening foundational learning in the ASEAN region: A review of promising practices. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-740-3.

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In the Association of Southeast Asian Nations (ASEAN) region, there is a learning crisis. Children from the most marginalised groups face insurmountable barriers to accessing a quality education, while many of those who are in school are not learning. Foundational learning is often described as the essential skills and knowledge that serve as the basis for further learning and development, and includes basic literacy (reading and writing) and numeracy (mathematics), and more recently, a focus on critical thinking, problem-solving, and socioemotional skills. In collaboration, ASEAN and the Unit

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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and s

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Nakamura, Pooja, Adria Molotsky, Rosa Castro Zarzur, Varsha Ranjit, Yasmina Haddad, and Thomas de Hoop. Language of instruction in schools in LMICs: A systematic review - evidence brief. Centre for Excellence and Development Impact and Learning (CEDIL), 2023. http://dx.doi.org/10.51744/ceb11.

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Over the last 50 years, schooling has expanded dramatically in most low- and middle-income countries (LMICs). However, while children are in school more than ever before, on average, over 50% of them are not acquiring foundational literacy and numeracy skills, and that proportion is expected to increase to 70% over the coming years due to the Covid-19 pandemic.1 Although a myriad of factors contributes to this learning poverty, the role of language is essential as all learning happens in and through language. This systematic review, funded by the Centre of Excellence for Development Impact and

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Amenya, Donvan. Evidence on Programmes that have Supported School Return for Disadvantaged Adolescent Girls. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.128.

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This paper collates evidence on promising programmes that have supported school return for disadvantaged out-of-school girls in Rwanda and in other comparable low-and-middle-income country contexts. The review found evidence showing that interventions that address financial barriers which keep girls out of school delivered through cash transfers, stipends/fee waivers, and girls only scholarships can be effective in enhancing school return for disadvantaged girls. In addition, there is a strong evidence base showing that multi-faceted programmes that integrate health education, foundational ski

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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c

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